AUTISM

By Stephanie Kahn

WHAT IS AUTISM

Autism is typically referred to as ASD, autism spectrum

disorder. There is a range of the severity, which can range from

Asperger’s Syndrome to the classical definition of autism.

Autism has many different aspects, the main sign being

impaired social interactions.

Experts estimate that 1 out of 88 children age 8 will have an

ASD (Autism Fact Sheet, 2014). Males are four times more

likely to have autism than females.

Students with autism prefer to be alone, have communication impairments, engage in repetitive behaviors, narrow focus, unusual interest with objects, and occasionally aggression towards themselves and others (Harmon & Jones, 2005).

Autism can be diagnosed at an early age through difficulty with language or social interaction. Later on it is typically diagnosed through noticing social difficulty, rigid following of rules, and/or sensory concerns.

No one is certain what causes autism, but it is thought to be a combination of genetics and the environment. “Studies of people with ASD have found irregularities in several regions of the brain. Other studies suggest that people with ASD have abnormal levels of serotonin or other neurotransmitters in the brain” (Autism Fact Sheet, 2014).

AUTISM AND EDUCATION

There is no cure for autism, but there are many therapeutic and

behavioral opportunities available for the students inside and outside of

school.

Through IDEA, students with autism are provided with early intervention

services and special education (Educating Students with Autism, 2012).

They need to be in their least restrictive environment, which can range

from a self-contained classroom to being fully mainstreamed in a general

education classroom, depending on each individual student.

Special education services can last from age 3 to age 21, and most

students with autism have an Individualized Education Plan (IEP) to help

plan what supports will be needed.

STRATEGIES FOR TEACHING STUDENTS WITH AUTISM

Students with autism require differentiated instruction, but

no one approach works for every student.

Some strategies that work best include a set schedule and

routine, visual aids, and using music while teaching

(Harmon & Jones, 2005).

Using a team approach is extremely effective, which

includes the teacher, parents/family, doctors, therapists, and

anyone else who works with the student.

At school, students need to be met where they are. Motivation is key for students, and a set reinforcement system needs to be put into place. These reinforcements could include tangible items, a preferred activity, and/or positive praise (Educating Students with Autism, 2012).

One effective strategy is changing problems to interest the student: for example, if the student really likes dinosaurs, create math word problems that involve triceratops instead of apples. This encourages the student to engage in what he or she is doing.

Different therapy is preferred for students with autism, which can include occupational therapy, physical therapy, and speech language therapy.

It is important to remember that autism looks very different from student to student, and never to assume the same strategy will work for two students in the same class.

REFLECTIONI have taught several students with autism. My student teaching experience included a self-

contained classroom with students who were mostly nonverbal or had limited verbal abilities. In the

self-contained class I currently teach, I have had two students with autism who also had behavioral

concerns. It was very important to build a relationship with each student, and get to know his

individual interests. I worked collaboratively with the parents and therapists to figure out ways to

best suit the students’ needs, and also make sure the classroom was a successful environment. It

was a learning experience for me, because I had to be sure I always planned ahead and made sure

the schedule was consistent and the student was told of any changes well in advance. I really

enjoyed working with students with autism, because many people do not have the patience to work

with such a high need. I learned a lot about how to teach students who were at the opposite end of

the spectrum (so to speak) from my other students with behavioral concerns, and it also taught me

to be aware of how sensory issues in the environment might affect different students. I enjoyed

learning more about autism and different strategies to best help the various students I work with.

REFERENCES

Autism Fact Sheet. (2014, November). Retrieved April 12, 2015,

from http://www.ninds.nih.gov/disorders/autism/

detail_autism.htm

Educating Students with Autism. (2012). Retrieved April 12, 2015,

from https://www.autismspeaks.org/sites/default/files

sctk_educating_students_with_autism.pdf

Harmon, D., & Jones, T. (2005). Special Programs in Elementary

Education. In Elementary education a reference handbook (pp.

177-216). Santa Barbara, CA: ABC-CLIO.